VIDBE-Q 2025 Volume 70 Issue 4
empathy"—learning to guide and be guided, establishing shared cues, and
practicing safety routines; hour 2 is a motor fairy tale in which all students
participate at their own best level with peer guides rotating to support the student
with VI. The article explains the rationale for each step, describes teacher
language, safety and role routines, and success criteria, and concludes with
ready‑to‑use tools (action steps, a planning sheet to design a motor fairy tale, and a
brief Lieberman/Brian Inclusion for Physical Education (LIRSPE) checklist).
Keywords: visual impairment; adapted physical education; fundamental
movement skills; play; motor fairy tale; inclusion; Massive Open Online Course
(MOOC); elementary school.
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